Teaching Lab All Partners Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 529 educators who completed the diagnostic survey, 161 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 74% 78% 4 79%
Recognition of race & culture 44% 49% 5 53%
Holding growth mindsets 62% 71% 9 77%
Having high expectations and beliefs 97% 95% -2 90%
Taking accountability for equitable instruction 95% 96% 1 92%
n = 529 n = 161 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 66% 66% 1 72%
Trust in fellow teachers 83% 78% -5 76%
Connectedness to fellow teachers 76% 75% -1 90%
Have influence over professional learning 36% 37% 1 52%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 67% 75% 8 72%
n = 424 n = 137 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 59% 64% 6 74%
ELA instructional shifts 51% 58% 7 76%
Fluency 52% 54% 1 50%
Text complexity 58% 72% 14 86%
Close reading 67% 69% 3 76%
Building knowledge 53% 59% 7 75%
Supporting students with unfinished learning 67% 71% 4 82%
n = 394 n = 91 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 60% 67% 7 66%
Math instructional shifts 53% 57% 5 59%
Equitable Math Instruction 72% 81% 9 76%
Supporting students with unfinished learning 64% 75% 11 75%
Effective Teaching Practices 55% 60% 5 58%
n = 125 n = 69 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
When observing teachers, I focus on… 91% 83% -7 75%
Whether the lesson is focused on a high-quality text or task 89% 83% -6 75%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 89% 79% -10 75%
Whether all students have opportunities to engage in the work of the lesson 94% 88% -6 75%
n = 105 n = 24 n = 5

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 88% 42%
The questions and tasks address the analytical thinking required by the grade-level standards 67% 17%
All students have opportunities to engage in the work of the lesson 67% 29%

1 n = 24

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 12

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"Analyzing student work and planning for re-engagement"

"Contemplate then Calculate. I appreciated the intentional
planning and execution of this activity."

"The activities and breakout groups were very beneficial. I
love working and learning from my colleagues from around the
state."

"Articles were excellent - I enjoyed that discussion"

"I liked the flow of the course. The presenters were really
engaged with us and listened to what we are saying. The
work we did can be easily incorporated into our classes. I'm
hoping to continue with future boot camps/cohorts."

"I think I stated those above - the connection and sharing
with colleagues, learning how to really use the curriculum
and the activities."

"The opportunity to learn how to backwards plan and
internalize lessons."

"i learned about the EL curriculum, and now I know how to
support the Gen Ed teacher in implementing and differentiate
instruction to struggling students,"

"Talking with others in the breakout groups about our
learning and our "wins""

"Instructors were patient, kind, knowledgeable and involved
the participants in all the activities."

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"It would be better to always have questions displayed and
materials links easily accessible from zoom breakout groups.
This is a problem with Zoom. Once you go to Breakout groups
- you cannot see what was displayed in the main room.
Sometimes the facilitators forgot to take the extra steps to
display questions and materials in the breakout groups from
the beginning."

"More application of content to the specific student online
learning environment that we currently operate in would have
improved the course experience."

"With my last comment of the bad apple, set aside time for
us to NOT be in the groups doing individual work first.
Put us in groups after we had a little time to explore by
ourselves."

"Perhaps - it would have been helpful to receive specific
feedback on assignments submitted. Zoom meetings were
sometimes a little long."

"I wish I had the standards that went along with the second
video in Achieve the Core"

"If the course was done in person - my experience would have
been improved."

"Taking a minute at the beginning to allow participants to
get better oriented to materials (possibly discussing how to
navigate the virtual world of this PD--have several tabs -
side-by-side Zoom and packet - etc."

"I think the course was good and the facilitators were
amazing."

"having the physical guides with me. navigating the guides
online took more effort."

"more information on how to implement this curriculum
virtually. many activities are hands on which is amazing for
special education - but if we are finding ourselves fully
remote - this may be difficult to implement at its fullest
potential."

Additional Comments
Quotes from "Do you have additional comments?"

"Appreciate the motivation and positive push forward."

"I was glad I took the course, I thought they could have used
the Eureka Math book more. The last two sessions I had a
difficult time logging in. It may have been my computer. But
they were very understanding."

"Evan and Nick and done a great job. I like talking to them
about teaching."

"I hope we can get an additional follow up training in the
spring just to see how we all are doing. I know it's wishful
thinking. But I would really appreciate it (with the same
instructors)."

"Will like to continue with the boot-camp in future."

"The facilitators is this session are amazing, including
Nadalee Williams."

"I appreciate everything that you a doing to help us do our
job effectively with teachers."

"Loved the facilitators. they were professional and friendly"

"Please consider doing optional calls throughout the
school year to help us continue our learning and share our
experiences."

"Good to communicate with experienced teachers of guidebooks"


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

Return to Website

info@teachinglab.org